Defining, exemplifying, conjecturing ... to proveif a number is a happy number
DOI:
https://doi.org/10.35763/aiem.v1i5.73Keywords:
happy number, concept building, concept definition,, example generation, generalizationAbstract
To instruct future mathematicians weneedto confront them to tasks in which they must perform as if they were really mathematicians. In the task described below a group of students must understand a new definition: the happy number concept definition; they must extract information to generate examples that fit the definition, they must identify non-examples and find generic organizers to construct example spaces and finallysolve a situation concerning these numbers. Theinteractions were first taped and then analyzed using the RBC-C model (Schwarz, Dreyfus,& Hershkowitz, 2009) to document how the process takes place. The results show that, although they did some conscious mistakes, the students confrontedthe task enthusiasticallyand they wenton further the initial purpose
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